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BOOK THE PRACTICE OF ENGLISH LANGUAGE TEACHING

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There is a newer edition of this item: The Practice of English Language Teaching 5th Edition Book for Pack (Longman Handbooks for Language Teaching). The Practice of English Language Teaching by Jeremy Harmer, , available at Book Depository with free delivery worldwide. The Practice of English Language Teaching 4th Edition Book and DVD Pack. by Jeremy Harmer, , available at Book.


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The Practice of English Language Teaching Pocket Book – by item:The Practice of English Language Teaching by Jeremy Harmer Pocket Book $ ronaldweinland.info: The Practice of English Language Teaching, 3rd Edition (Longman Handbooks for Language Teachers) (): Jeremy Harmer: Books. The Practice of English Language Teaching book. Read 52 reviews from the world's largest community for readers. The complete reference work for teachers. .

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To confirm availability and pricing, please call the store directly. Singapore Main store Shelf Location: Not Available Bugis store Shelf Location: And then, when we have made the decision, however consciously or subconsciously it is done, we need to be aware of how we carry out that role, how we perform.

There are activities which can only be successful if the teacher takes a specific role and makes it possible for the students achieve what they are aiming for, or what has been planned for them to achieve.

Despite the examples the author gave in the book as how the roles of the teachers and the activities are connected, there is also a correlation between native-speaker teachers and non-native speaker teachers. But, although Mr. He gives us real-life situations from a period of time when teachers which were non- native speakers of the English language were not allowed to teach in schools or in other words they were considered incompetent or not able to provide students with the right knowledge.

Language teaching book practice the english of

As we know, this situation is now changed and no difference is made between native and non-native speaker teachers, and somehow non-native speaker teachers are considered more adequate because they have experience and understanding of the process of learning English as their students do now. But that is no longer the case. Process may be slow in this respect, but there are signs of such progress. In the end, provided teachers can use the language and know about it , it is the quality of their teaching that counts, not where they come from or how they learnt or acquired English.

The author in the next chapters of his book shows the mistakes that students usually make in this process and how, we, as teachers should manage to deal with those mistakes. It helps us deal with the classroom behavior problems of the unmotivated students and by dealing with it, a teacher creates a successful environment for everyone who takes part of that lesson. The book has a chapter which includes everything a teacher needs to know in order to create successful lessons and classroom atmosphere.

In order to be successful, as a teacher, first you need to find out why specific problems occur which when it comes to students may be family influences, their learning expectation or something the teacher does.

In order to prevent or help problems like these not to occur, as a teacher identify the problem and try to modify the problem behavior. There several ways of how to deal with this and they are presented in the ninth chapter of this book. Personally, as an English teacher with not much of experience in the practice of English language teaching, I find the next chapters very useful and consisted with everything I need to get started. This is because the next chapters of the book include a description of approaches to teaching language systems such as grammar, vocabulary and pronunciation and to teaching language skills speaking, writing, listening and reading.

Each of these language systems and skills have a separate chapter which is consisted of an introduction, discovering the system or the types of the language skills, the practice as well as games and exercises which we can use in 3 the process of teaching. Through learning English, learners will develop the confidence to communicate effectively in speaking, listening, reading and writing English that will enable them to participate actively in a global society.

The activities and games provided by Harmer in this book are very well described and also they include the age and the level of knowledge which the students possess of the language and what it focuses on.

In the description of every activity the advantages of the activity are shown which helps us decide whether the given activity is good for the students we are working with. With the last four chapters of this guide book you can easily come to a conclusion of its continuality and its general aim.

After the exercises, games and practical help the author provides to teachers about the ways to teach languages systems and how to help students develop their language skills, he starts with giving useful information and advices on how to make a successful lesson plan.

As a good teacher, you always need to be prepared for every lesson and give your best when it comes to planning activities which will help you in making your lesson a success. Everyone involved in the process of teaching has a specific role and the main role, of course, belongs to the teacher. He or she needs to be aware of students needs and to give the lesson an aim and objectives.

We might well say, for example, that our overall objective is to improve our students reading ability, but that our specific aims are to encourage them predict content, to use guessing strategies to overcome lexical problems and to develop an imaginative response to what they encounter. Another important part of this whole process is the last one which includes testing and evaluation.

The Practice of English Language Teaching

In the description of every activity the advantages of the activity are shown which helps us decide whether the given activity is good for the students we are working with. With the last four chapters of this guide book you can easily come to a conclusion of its continuality and its general aim.

After the exercises, games and practical help the author provides to teachers about the ways to teach languages systems and how to help students develop their language skills, he starts with giving useful information and advices on how to make a successful lesson plan.

As a good teacher, you always need to be prepared for every lesson and give your best when it comes to planning activities which will help you in making your lesson a success.

Practice of English Language Teaching Book with DVD (4th Paperback + DVD) [Paperback]

Everyone involved in the process of teaching has a specific role and the main role, of course, belongs to the teacher. He or she needs to be aware of students needs and to give the lesson an aim and objectives.

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We might well say, for example, that our overall objective is to improve our students reading ability, but that our specific aims are to encourage them predict content, to use guessing strategies to overcome lexical problems and to develop an imaginative response to what they encounter. Another important part of this whole process is the last one which includes testing and evaluation. Maybe tests, at first, seem like an easy task but it takes time to make the perfect test which will make the students get the best grade and the teachers the best way to find out how much knowledge does the student possess of the material.

The author in the chapter dedicated to testing and evaluation gives us description of the direct and indirect test items and advices on how to make and mark tests. In previous methodology books, I am familiar with the different types of tests.

The most common types of test are easily acknowledged as being used everywhere and by everybody. They should reinforce the learning that has taken place, not go out of their way to expose weaknesses. Although, as a student I came across these characteristics in many methodology books for teaching English and many more such as: practice, relevance, comprehensiveness, balance it was good to be reminded that the validity which shows the same kind of results to some other measure and the reliability of a good test that gives us consistent results and it is enhanced by marking the test instructions absolutely clear, restricting the scope for variety in the answers and making sure that test conditions remain constant.

When it comes to the scope of this book and the parts which are covered in it or not, I think that this book is quite voluminous and includes a large number of information and details about the process of English language teaching and learning. Not that all the details which are included in the book are not important and there are no specific parts which I could separate from the content but maybe the only negative side of the scope is that the author included a lot of unnecessary information in the historical background and the description of the form and meaning of the language.

In my opinion this book concerns and it is on the reading lists of teachers or students who are training to become English teachers and they have all this information as part of their previous knowledge.

The Practice Of English Language Teaching by Harmer, Jeremy

Maybe the pages which are covered with these two chapters could be used in the part of activities and examples of how we can use different technological tools into an English teaching classroom. This guide book for English teachers is divided into 10 parts and 24 chapters and it is neither confusing for the reader, nor repetitive. Every part focuses on a specific theme which is connected to the methodology, the methods and techniques or the learners and the teachers. In other words, everything that it is included in the process of English language teaching process is described and it is written in a way which is easily understood.

English book teaching language practice the of

The construction of the book meshes well with its organization and lends itself successfully to the study of different time periods in which the process of learning and teaching has developed. Each chapter is broken down into different number of sections, which fits logically into the topic of the chapter.

All chapters are composed of several defining parts that maintain a sense of continuity throughout the volume as I said before, one chapter leads to another one. Also, we can easily see that this book is well- referenced and it has a skillful use of the sources which are used.

At the end of the book, of course, there is a large bibliography and every source he used while his research is included in it. One of the things I personally admire in the way in which this book is written is the objectivity of the author and his style of writing. He does not make a negative comparison between teachers or the different periods of time or in other words, he does not have a bias.